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If public schools are going to survive the current assaults from individuals and groups who have chosen to focus on the needs of private interests while simultaneously disregarding the larger needs of a rapidly changing diverse culture, we need dynamic public schools more than ever before. A School with a View: Teachers' Work, Social Justice and 21st Century Schools is an examination of teachers’ work, its history, and its current status. However, more importantly, it is a critical analysis that lays the groundwork for moving forward and asserting a vision of the role that teachers must play in the transformation of 21st century schools that promote social justice as their first priority. Steven Covey argued that, “We must begin with the end in mind,” and at this point a vision for the teaching profession and the public schools is desperately needed. We are floundering in rough seas and there is an all-too-frequent reliance on “tried and true” responses to problems that are grounded in histories that lack relevance to the current situation, and ultimately, only seem to slow the steady accumulation of data documenting the failures of public schools and the blame heaped upon teachers who lack the power and authority to make meaningful changes to the structure and hierarchy of public spaces of learning. Important to any attempt to define and discuss teachers’ work is a meaningful and sustainable discussion of the intersection between the present realities of teachers’ work and school reform. A School with a View presents a critical analysis of teachers’ roles and teachers’ work that can be used to shape a vision of what must happen if public schools are going to survive, adapt and respond to the demands of a 21st century democratic society.

For over 30 years, critical scholars and educators have challenged the dualistic thinking that reinforces an adult/child dichotomy and the normative bias in human development knowledge. Yet, those who are younger continue to be represented, often controlled, and objectified by self labeled “adults,” who purposely or unconsciously function as developmental expert, all knowing educator, academic, researcher, theorist, parent, politician, or capitalist. Further, in the 21st century, globalization and technology, along with neoliberal capitalism, are changing the world at the speed of light and in ways that no one can predict for themselves or children. This book overviews this history as well as the contemporary global colonial past present in which those who are younger live. Further, the states of marginalization, invisibility, and erasure experienced by many are discussed. From within this context, various critical practices are emerging that attempt to create conditions that would increase equity and justice for children. This volume discusses these actions including acknowledging that justice for those who are younger will likely never occur without attention to the more than human and the world more broadly.

Employing Critical Qualitative Inquiry to Mount Non-Violent Resistance engages researchers with the notion of Critical Qualitative Inquiry (CQI) as a direct practice of resistance. First, the authors define CQI and its criticisms; provide an in-depth examination of the contemporary neoliberal, capitalist patriarchal condition as requiring immediate resistance within research locations; and discuss the theories/perspectives that have been historically and are contemporarily useful for challenging forms of domination. Specific examples of CQI as resistance in response to a particular neoliberal, patriarchal, whitelash event are then provided by a range of contributing authors. Finally, Lincoln and Cannella address future research practices focusing on how we make present and useful the historical scholarship, actions, and struggles of those who have come before; how we use emergent perspectives to construct new ways to challenge sexism, racism, and other forms of injustice that continue to harm and destroy; and actions that can emerge through research that lead to transformation more broadly toward a more just world.

The New Henry Giroux Reader presents Henry Giroux’s evolving body of work. The book articulates a crucial shift in his analyses after the September 11th, 2001 terrorist attack, when his writing took on more expansive articulations of power, politics, and pedagogy that addressed education and culture in forms that could no longer be contained via isolated reviews of media, schooling, or pedagogical practice. Instead, Giroux locates these discourses as a constellation of neoliberal influences on cultural practices, with education as the engine of their reproduction and their cessation.The New Henry Giroux Reader also takes up Giroux’s proclivity for using metaphors articulating death as the inevitable effect of neoliberalism and its invasion of cultural policy. Zombies, entropy, and violence permeate his work, coalescing around the central notion that market ideologies are anathema to human life. His early pieces signal an unnatural state of affairs seeping through the fabric of social life, and his work in cultural studies and public pedagogy signals the escalation of this unease across educative spaces.The next sections take up the fallout of 9/11 as an eruption of these horrific practices into all facets of human life, within traditional understandings of education and culture’s broader pedagogical imperatives. The book concludes with Giroux’s writings on education's vitalist capacity, demonstrating an unerring capacity for hope in the face of abject horror.

From the home of the Paulo Freire Democratic Project and non-profit community organization Padres Unidos, the Chapman University Padres Unidos Partnership presents this truly unique coffee table textbook, Let’s Chat: Cultivating Community University Dialogue – A Coffee Table Textbook on Partnerships. The volume presents a collection of community stories, concepts and analyses that highlight the journey of border crossings between two co-existing neighbors: a non-profit community organization and a university. Stories from community residents and faculty members represent how they disrupted the barriers that typically divide us by reconceptualizing how universities and communities can work together to reshape the intellectual landscape and reconfigure power differentials.
Written with and by the community, this book represents a break-away genre that privileges the “voices of the people” (Freire), accompanied by academic voices, in a format that is accessible, aesthetic and attractive to both community and university audiences. Cafecitos punctuate each chapter to elicit dialogue, reflection and action towards defining and developing community university partnerships.
This book will be useful to:
•academics interested in partnerships, public pedagogy, and community-based research
•students involved in community engagement/service learning
•community organizations
•immigrant families who reveal their wisdom in stories about self, others, and community building within the Chapman University Padres Unidos partnership
Let’s Chat presents valuable content in a new and unique format that makes it perfect for classroom teaching in a variety of undergraduate and graduate courses.

In 1971, corporate lawyer and future U.S. Supreme Court justice Lewis Powell wrote a detailed memo that galvanized a small group of conservative philanthropists to create an organizational structure and fifty-year plan to alter the political landscape of the United States. Funded with significant “dark money,” the fruits of their labor are evident today in the current political context and sharp cultural divisions in society. Philanthropy, Hidden Strategy, and Collective Resistance examines the ideologies behind the philanthropic efforts in education from the 1970s until today. Authors examine specific strategies philanthropists have used to impact both educational policy and practice in the U.S. as well as the legal and policy context in which these initiatives have thrived. The book, aimed for a broad audience of educators, provides a depth of knowledge of philanthropic funding as well as specific strategies to incite collective resistance to the current context of hyperaccountability, privatization of schooling at all levels, and attempts to move the U.S. further away from a commitment to the collective good.

Fraternities & Sororities in the Contemporary Era examines the issues and challenges pertaining to the American college fraternity/sorority community on American college campuses, otherwise known as “Greek life.” The text argues for its continuing relevance despite widespread media criticism. The authors of this volume claim that fraternities and sororities offer opportunities for a sense of belonging, student success, and social support systems for mental health. In particular, they can afford feelings of mutual identity and community service benefits. In general, the authors attempt to crystallize values and augment leadership development by urging organizations to reaffirm their commitment to the academic mission—one that requires consistent support from university leadership and concerned alumni. This text also provides an alternative counternarrative by providing a brief history of the academy’s relationship with “Greek life” and provide examples where the latter is no longer relevant to university ideals in which residential functions and developmental gains can be replicated by other campus programs and initiatives. This volume concludes that for fraternities and sororities to continue, parent or host institutions will need to exert greater jurisdiction and accountability through certified advisors, additional supervision, and measured on outcomes focused primarily on student learning.

Researching Resistance: Public Education After Neoliberalism serves two vital functions. First, it explores, explicates, and encourages critical qualitative research that engages the arts and born-digital scholarship. Second, it offers options for understanding neoliberalism, revealing its impact on communities, and resisting it as ideology, practice, and law. The book delves into
• strategies for engaging neoliberalism
• the Black feminist cyborg theoretical assumptions and intentions of the ethnographic web-based film project
• the research and arts-based methodology that walks the fault line between film and ethnography, and
• the relationships between the researcher, the activist organizations, and the activism.
While the book will focus on neoliberalism within the realm of public education, the implications extend to many other areas of public life.
This is an excellent text for classes in qualitative research and public policy. It is the companion text to the digital native ethnographic film project entitled Public Education|Participatory Democracy After Neoliberalism(http://scalar.usc.edu/works/publiceducation/index).

Student Activism in the Academy: Its Struggles and Promise is a wide-ranging, provocative survey of student activism in America’s colleges and universities that critically analyzes the contentious problems and progress of a movement that has stirred public reaction in and out of academe. Its fundamental purpose is to engage diverse publics in both reasoned and passionate reflection and soul searching on vital issues that surround campus protest. Thus, the essays in this volume respect the need to consider how to weigh freedom, fairness, safety, and protection inside and outside the walls of ivy. Their authors ponder the big picture of student activism, including:
• strategies for student activism
• the role of social media and technology
• legal questions on campus speech
• the dilemmas of political correctness
• generational differences among student activists
• and various forms of student protest related to race, class, gender, and disabilities.
Both professional and student voices prompt us to better comprehend academic realities with more hope and wisdom. Administrators, faculty, students, and student life personnel in higher education—indeed, all those interested in today’s colleges and universities--will want to participate in the timely and productive dialogue within these pages.

These are certainly troubled times in which neoliberal capitalist patriarchy and the tyranny of racism and domination are continually reinscribed on the bodies and lives of so many. However, critical researchers understand the necessity for, as well as the difficulty of, using research to facilitate public transformations that lead to increased justice and equity. The authors contributing to Making Research Public in Troubled Times recognize the importance of diverse pedagogies, activism, and ethical choices regarding an environment that supports critical research in such oppressive times.
Diverse pedagogies that can facilitate the education of critical public researchers across disciplines are illustrated in the first set of chapters addressing questions like: What is important in teaching critical qualitative inquiry? How do students, materials, histories, and the public influence this teaching? What have we learned over years of attempting to teach critical qualitative research methods? The authors in the second section are activist local scholars sharing their projects and explaining what this work means for critical qualitative inquiry. This work includes methods used to incorporate critical qualitative inquiry into community activism. Finally, chapters in the last section focus on future steps and most important actions for the ways critical qualitative inquiry can be conceptualized to address concerns in these troubled times.

Teacher moonlighting has been studied and documented since at least the early 1960s, and yet it can be easily argued that the phenomenon is still not understood. Teachers moonlight in higher numbers than other professions, and while most teachers claim that they do it for the money, increases in their compensation have not reduced the practice.
By the Light of the Silvery Moon is the first book to provide a thorough review of the research on the topic, looking deeply into the intricate workings of a profession that is at least imperiled or, in the best of scenarios, a profession that is transition. Teachers play a critical role in society, so teaching needs to be a sustainable profession where teachers may still moonlight, but the opportunities to expand the status as well as the content and context of their work are unlimited. This book will fill an important gap in the literature by bringing together the research and situating it within a broader conversation about teachers’ work.

W. E. B. Du Bois’ seminal work, The Souls of Black Folk, not only captures the experience of African Americans in the years following the Civil War but also speaks to contemporary conditions. At a time when American public schools are increasingly re-segregating, are increasingly underfunded, and are perhaps nearly as separate and unequal as they were in earlier decades, this classic can help readers grasp links between a slavery past and a dismal present for too many young people of color. Disagreeing with Booker T. Washington, Du Bois analyzes the restrictiveness of education as a simple tool to prepare for work in pursuit of wealth (a trend still very much alive and well, especially in school serving economically disadvantaged students). He also, however, demonstrates the challenges racism presents to individuals who embrace education as a tool for liberation. Du Bois’ accounts of how racism affected specific individuals allow readers to see philosophical issues in human terms. It can also help them think deeply about what kind of moral, social, educational and economic changes are necessary to provide all of America’s young people the equal opportunity promised to them inside and outside of schools.

This collection consists of theoretical discussions, personal reflections, research reports, and policy suggestions sourced in the experiences of our most vulnerable students with an eye to making schools places all students might love rather than hate. The essays take up these issues from the perspectives of poverty, gender, race, ethnicity, ability, language, and religion among others.
These essays also provide practical advice for teachers and administrators—both practicing and pre-service—for making classrooms and schools spaces that would encourage our students to say, “I love school.”

Some hundred years after John Dewey worked to illuminate what it means to educate and how public education serves as the bedrock of democracy, his seminal Democracy and Education speaks urgently not only to critical contemporary educational issues but to contemporary political issues as well. As mania for testing forces a steadily narrowing curriculum, Dewey explains why democracy cannot “flourish” if “the chief influences in selecting subject matter of instruction are utilitarian ends narrowly conceived for the masses.” As such utilitarian subject matter is increasingly placed online, isolating individual students and their electronic screens, he insists that education happens not through direct instruction but “indirectly by means of the environment” where members of a community engage in meaningful tasks. As the American population appears increasingly subject to rhetorical manipulation and ideological extremism, Dewey imagines the possibility of education cultivating “habits of mind which secure social changes without introducing disorder.” Insightful and inspiring, Dewey’s classic reintroduces readers to educational and political possibilities hard to remember as political and corporate forces to work reshape American public schools in the service of global profit rather than democratic life.
Myers Education Press’s Timely Classics in Education offer readers the opportunity to return to the original works of giants whose influence on education have persisted through the years. Critical introductions to each work offer information on the context of the original work as well as insights into current relevance. For readers unfamiliar with each text, the introductions provide entrée to the work; for experienced readers, the series offers an opportunity to return to original works untainted by the distortions of decades of interpretation. Unlike poorly produced facsimile editions, Timely Classics are high-quality products. They can be adopted for use in many types of education classes.

To be able to promote effective anti-colonial and decolonial education, it is imperative that educators employ indigenous epistemologies that seek to threaten, replace and reimagine colonial thinking and practice. Indigeneity and Decolonial Resistance hopes to contribute to the search for a more radical decolonial education and practice that allows for the coexistence of, and conversation among, “multiple-epistemes.” The book approaches the topics from three perspectives:
• the thought that our epistemological frameworks must consider the body of the knowledge producer, place, history, politics and contexts within which knowledge is produced,
• that the anti-colonial is intimately connected to decolonization, and by extension, decolonization cannot happen solely through Western science scholarship, and
• that the complex problems and challenges facing the world today defy universalist solutions, but can still be remedied.
Indigeneity and Decolonial Resistance is an excellent text for use in a variety of upper-division undergraduate and graduate classrooms. It is also a valuable addition to the libraries of writers and researchers interested in indigenous studies and decolonialism.

For scholars interested in the intersection of writing and online instruction, Writing in Online Courses: How the Online Environment Shapes Writing and Practice examines both the theoretical and practical implications of writing in online courses. The essays in this collection reflect upon what the authors have learned about the synergistic way that writing helps to shape online instruction and how online instruction helps to shape the writing process.
While many educators continue to question the reasons for teaching online, these essays demonstrate the useful ways in which it enhances and informs student writing and learning. From the vantage point of different disciplines, the authors examine how the writing process is revealed and changed when it is placed at the center of an online learning environment. These scholars and practitioners attest to the multiple ways that teaching online has enabled them to rethink how writing functions in their classes, allowing them to pursue educational goals and student outcomes that may have been more difficult or even impossible to pursue in the traditional classroom.

How is it, this text asks, that given such good intentions among education professionals, things in schools can go so very wrong?
The problem, Hinchey and Konkol posit, is that unspoken and misleading assumptions result in choices, decisions and policies with disastrous consequences for kids. They tease out those assumptions on the key issues of school goals, curriculum, education for citizenship, discipline, and school reform, inviting readers to think again, to question the taken-for-granted, in the hope of better aligning intentions and outcomes.
This book is the perfect text for both undergraduate and graduate classrooms devoted to the study of public education. Questions at the end of each chapter point to ways for preservice and inservice teachers, as well as administrators and other education personnel, to advance their thinking about choices in their own contexts. In addition, suggested readings, websites and videos offer more food for thought.